School: F.C.

DEL ROSARIO INTEGRATED SCHOOL Grade Level: 9

Teacher: CAMILLE ROSE F. MAGAT Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and
Time: FEBRUARY 5 - 8, 2024 (WEEK 2) Quarter: THIRD

SESSION 1 SESSION 2 SESSION 3 SESSION 4

OBJECTIVES
Content Standards The learner demonstrates understanding of key concepts of parallelograms and triangle similarity.
Performance Standards The learner is able to investigate, analyze, and solve problems involving parallelograms and triangle similarity through appropriate and
accurate representation.
31. The learner uses
properties to find
29. The learner Identifies
measures of angles,
Learning Competencies quadrilaterals that are 30. The learner determines the conditions that make a
sides and other
parallelogram. quadrilateral a parallelogram. (M9GE-IIIa-2)
quantities involving
(M9GE- IIIa-1)
parallelograms.
(M9GE- IIIb-1)
a. Determine the a. Determine the
a. Recall the different conditions that make a conditions that make a a. Recognize the
kinds of quadrilaterals. quadrilateral a quadrilateral a characteristics of a
b. Identify quadrilaterals parallelogram. parallelogram. parallelogram.
that are parallelogram. b. Identify and state if the b. Apply the conditions to b. Find the measure of
Objectives
c. Appreciate the quadrilateral is a prove that a sides and angles of a
importance of parallelogram using the quadrilateral is a parallelogram.
quadrilaterals in real – given condition. parallelogram. c. Shows camaraderie in
life. c. Show camaraderie in c. Show camaraderie in doing an activity.
doing the activity. doing the activity.
II. CONTENT Quadrilaterals: Parallelograms Conditions for a Parallelogram Conditions for a Parallelogram Properties of a Parallelogram
III. LEARNING
RESOURCES
A. References
Teacher’s Guide pages 209 – 211 211– 213 211 – 213 212 – 213
Learner’s Materials pages 305 – 309 309 – 311 309 – 311 317 – 318
Dilao, Soledad J, et.al (2002).
Textbook Geometry (New Trends in Math Geometry III, pp. 124 – 128
Series), pp. 140 – 143
Additional Materials from www.regentsprep.org/regents/ www.regentsprep.org/regents/
math/geometry/gp9/ math/geometry/
Learning Resource (LR) portal lparallelogram.htm gp9/lparallelogram.htm

B. Other Learning
Activity sheets, laptop, monitor
Resources
IV. PROCEDURES
Preliminary Activity: RECALL
Showing pictures on the TV The students will look around Preliminary Activity
Reviewing previous lesson or Crossword Puzzle
screen and letting each learner inside their classroom to look for Name the parallelogram
presenting the new lesson
study the features of each picture. a parallelogram - shaped object using its vertices.
Learners’ Material p.310

Answer the following:

1. What have you
Answer the questions below:
observed on the
1. In the previous activity,
pictures shown on the
what is common to all
TV screen?
the parallelograms?
2. Which of the pictures
Group Activity 2. How is quadrilateral
Establishing a purpose for the represents a
KIND similar to
lesson quadrilateral?
quadrilateral WISE?
3. Can you give some
3. In your own words,
significance of their
describe the
designs?
characteristics of a
4. What kind of
parallelogram.
quadrilaterals are
shown by the pictures?
Activity:
Presenting examples/instances of Teaching/Modelling Teaching/Modelling Teaching/Modelling
REFRESH YOUR MIND!
the new lesson Illustrative Examples Illustrative Examples Illustrative Examples
Directions: Apply the condition to
Study the schematic diagram of
make quadrilateral HOPE a
quadrilateral
Revisit the CHECK YOUR GUESS parallelogram.
Activity
Answer the following which
Discussing new concepts and
involve the properties of a
practicing new skills #1 Independent Activity
parallelogram.
 Directions: Identify the condition
guarantee that
MATH is a parallelogram. Based on the activities,
what conditions guarantee
Discussing new concepts and that the figure is a
Analysis! GROUP ACTIVITY
practicing new skills #2 parallelogram?

For each of the following, state BEST is a parallelogram.

the condition that supports why Diagonals BS and ET bisect
quadrilaterals LOEV is a each other at O.
parallelogram. Determine the value of the
Developing mastery
indicated variables so that the
(Leads to Formative Assessment PLOT! CONNECT! IDENTIFY!
given quadrilateral is a
3)
parallelogram

Apply the condition to prove

Finding practical applications of
Problem Solving Problem Solving that the frame is a parallelogram. GROUP ACTIVITY
concepts and skills in daily living
Making generalizations and Quadrilateral is a closed figure Conditions that guarantee a Things to Remember Things to remember:
abstractions about the lesson with four sides. quadrilateral a parallelogram:
Parallelogram is a quadrilateral Aside from the definition of 1. Parallelogram is a
with two pairs of opposite sides 1. Opposite sides of a parallelogram, it has two pairs of quadrilateral where
parallel. parallelogram are parallel sides, any of the both pairs of opposite
Rectangle is a parallelogram with congruent. following conditions can be used sides are parallel.
all angles are right. 2. Opposite angles of a to prove that a quadrilateral is 2. Rectangle is a
Rhombus is a parallelogram with parallelogram are parallelogram. parallelogram with four
all sides are congruent. congruent. right angles.
Square is a rectangle with all sides 3. Consecutive angles of a 1. If both pairs of opposite 3. Rhombus is a
congruent and a rhombus with all parallelogram are sides are congruent. parallelogram with four
angles are right. supplementary. 2. If both pairs of opposite congruent sides.
4. The diagonals of a angles are congruent. 4. Square is a
parallelogram bisect 3. If any consecutive parallelogram with four
each other. angles of a right .
5. Either diagonal of a parallelogram are
parallelogram forms supplementary.
 4. If the diagonals bisect
two congruent triangles.
each other.
5. If opposite sides is
congruent and parallel.
Revisit the CHECK YOUR GUESS at Discussion of the Group
Quiz Quiz
Evaluating learning preliminary part and see if your Activity
guesses were right or wrong.

V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up in the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with other
teachers?